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BHAN155 Midterm exam - Lecture notes first half

Midterm exam study guide based on class notes
Course

Personal Health Management: An Approach for a Lifetime (BHAN 155)

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BHAN155 Midterm exam

Module 1 Lecture 1 The Dimensions of Health

Life expectancy  78 years in US o Used to be determined by susceptibility to infectious disease o Now that vaccines and antibiotics were invented it is longer expectancy o Leading cause is now chronic disease  Heart disease, cancer, chronic lower respiratory disease, cerebrovascular disease  Healthy life expectancy- number of full healthy years expected (before disease)  Health related quality of life- impact of health on physical, mental, emotional social functions  Well-being- positive aspects of life (life satisfaction and positive emotions) Health vs. Wellness  Health o Traditionally more body focused o Emphasis on absence of pain and disease  Wellness o A state of living a healthy lifestyle o More holistic approach to health (mind, body, spirit) o Growth o Balance

 Short term benefits o Better sleep o More energy o Less stress o Increased happiness o Better academics o More time to do thing you enjoy

o Lower risk for disease and disability  Long term o A longer life expectancy o Better quality of life o Reduced risk of disease and disability o More money o More time with friends and family Dimensions of health  Six dimensions that influence how you feel  These are all aspects of who we are  These are important to tend to for optimal health/wellness o Physical health  Body size and functions  Physical activity and nutrition  Substance use  Medical self-care  Rest and sleep  Making decisions to be healthy o Emotional health  Ability to recognize, express, and control emotions  Ability to cope with the emotional challenges of life (resiliency)  Self-esteem, self-confidence, positive attitude  Strong sense of self o Intellectual health  Ability to think critically, creatively, effectively  Learning from success and mistakes  Making responsible decisions  Healthy curiosity about life  Interest in learning new things o Environmental health  Understanding how the health of the environments in which you live, work, and play can affect you  Working to preserve, protect, and improve environmental conditions for everyone o Spiritual health  The ability to discover meaning and purpose in life  Understand/express your purpose  Values, religion, customs, etc.  To feel a part of a greater existence  This dimension helps to establish peace and harmony in our lives o Social health  Relationships, respect, community interaction  This dimension considers how we relate to others

 Race, gender, metabolic rate, body structure o Genetically inherited disorders  Sickle cell disease, cystic fibrosis o Genetically inherited predispositions  An increased likelihood of developing a particular disease based on genetic makeup  Contributes to an induvial risk, but does not cause the disease  Some lifestyle and environmental modifications may be able to reduce risk  Individual behavior o Modifiable o These are the decisions that YOU make o Many lifestyle choices are the root cause of chronic disease o Leading causes of chronic disease  Lack of physical activity  Poor nutrition  Excessive alcohol consumption  Tobacco use  These are all associated with a significantly increased risk for o Heart disease, stroke, high blood pressure, and cancer  Social and economic environment o Social determinants of health are economic and social conditions that influence the health of people and communities  These factors include  Socioeconomic status o Is an economic and sociological measure of an individual or family’s economic or social position based on  Income, education, occupation o Typically broken into three levels (high, medium, low) to describe the three places a family or individual may fall into o Income  Income is a strong predictor of health  Higher income and social status are linked to better health  The greater the gap between the richest and poorest people, the greater the differences in health o Education  Those with higher education tend to have better health and live longer  Knowledge influences ability to make informed healthcare decisions

 Education can provide better job opportunities and access to care o Occupations  Working conditions  Exposure to toxins  Poor management  Work policies  Ergonomics  Work load  Job security  Health benefits  Social support and social interactions o Social support- refers to the psychological and material resources provided by a social network and comes in many forms  Emotional support (listening, caring)  Instrumental support (food, money)  Informational support (guidance, advice) o Key influences on health include  Social groups can encourage healthy (or unhealthy) behaviors  Social support helps people cope better with stress  Social support can improve motivation  Social interactions can help us feel connected  Social norms and attitudes o Social norms are unwritten rules about how to behave in a particular group or social setting o Such expectations can vary from group to group (school, home, work) o Conformity- behavior which fulfills these norms o Most of the times, roles and norms are powerful ways of understand predicting what people will do o There are many ways that norms can influence our behavior and affect our health  Gender norms- clothing, hobbies, interests, toys  Beauty norms- weight, skin color, clothing/accessories  College norms- drinking, staying up late, partying  Age norms- school, marriage, kids  Exposure to crime and violence o Bullying o Hate crimes o News reports

 Worksites, schools, recreational  Transportation and roads  Housing, neighborhoods  Physical barriers/layout  Aesthetics (lighting, benches)  Food availability  Policy o Policies at the local, state, and federal level o Some policies affect entire populations over extended periods of time while helping to also change individual behavior  Examples  “click it or ticket”, no cellphone use while driving, speed limit signs  New nutrition labels  Beverage tax on soda  Access to care o Access and use of services that prevent and treat disease influence health o Individuals without health insurance are less likely to participate in preventive care o Barriers to accessing health services include  Lack of availability  High cost  Lack of insurance coverage  Limited language access  Delays in receiving appropriate care  Health disparities o Dramatic health disparities exist among people of certain racial and ethnic backgrounds o Men and women experience major difference in rates of disease and disability o Economic status can influence health o Underinsured and uninsured individuals may face unaffordable payments o Geographic locations may limit services o Disabled individuals may lack services that would enhance their life quality

Lecture 3 Health Behavior Change

Behavior change concepts  The Health Belief Model (HBM) 1. “I know this is bad for me but I am going to do it anyway” model 2. “Knowing” something is bad for us does not necessarily result in “doing something to change 3. Consider health professionals who act in unhealthy ways 4. HBM suggests our beliefs may explain why this occurs 5. Health behavior change is more likely if

 There is a perceived seriousness of the health problem  There is a perceived susceptibility to the health problem  There are perceived benefits to change  They can overcome perceived barriers  There are cues to action  Social Cognitive Model (SCM)

  1. SCM proposes that three factors interact in a reciprocal fashion to promote and motivate behavior change  Personal  Values, beliefs, goals, self-efficacy, expectations, attributions  Environmental  Reinforcement, instruction, feedback  Behavior  Actions, choices, statements, learning, achievements  Transtheoretical Model (TTM)

 How to successfully change a behavior (PowerPoint slides 11-41) o Increase your awareness  Important to understand ourselves before we can make a change  Learn about your health risks  Learn about your determinants of health o Contemplate change  Examine current habits  Identify a behavior and learn more  Assess motivation and readiness to change  Develop self-efficacy

 The body tries to return to homeostasis by resisting the alarm responses  But, because some perceived stressors still exist, the body does not achieve complete calm or rest  The hormones are released over a long period of time  Exhaustion  The hormones and systems that trigger and maintain the stress response are depleted  The body return to a balance  You may feel tired or drained  Chronic stress can keep your body in a heighted state of arousal, leading to allostatic load o Allostatic load- is the wear and tear on the body caused by prolonged or excessive stress responses Stress hormones  Adrenaline o What is it  The fight or flight hormone  Produced by adrenal glands after receiving a signal of stressful situation  Largely responsible for the immediate reaction that we feel o What it does  Increase your heart rate  Elevates your blood pressure  Boosts energy supplies  Norepinephrine o What is it  A hormone similar to adrenaline  Produced by the adrenal glands and brain o What it does  Helps us feel aroused/focused  Shifts blood flow away from non-critical functions (like the skin) to more essential functions (muscles)  Cortisol o What is it  A steroid hormone known as the stress hormone  Produced by the adrenal glands  Takes a little more time (Minutes vs. Seconds)  Is a multi-step process involving two additional minor hormones (CHR and ACTH) o What it does  Increase glucose (sugars) in the bloodstream  Enhances your brains use of glucose  Increases availability of substances that repair tissues

 Curbs functions that would be nonessential or detrimental in a fight or flight situation  Chronic levels can cause a variety of health issues Eustress vs. Distress  Eustress- good stress o Normal or moderate psychological stress that keeps us vital and excited about life o Without it, we would become bored o Characteristics of eustress  Motivation, focus, energy  Is short term  Is perceived within our coping abilities  Feels exciting  Improves performance o Examples of good stress  Starting a new job  Marriage  Buying a home  Taking a vacation  Learning something new  Distress- bad stress o Stress becomes negative when a person faces continued challenges without relief or relaxation between stressors o As a result, the person becomes overworked, and stress related tension builds o Characteristics of Distress  Causes anxiety or concern  Can be short term or long term  Is perceived as outside of our coping abilities  Feels unpleasant  Decreases performance  Can lead to mental and physical problems o Types  Acute stress  Comes from the demands and pressures of the recent past and near future o Examples- seeing someone u have a crush on, running late to work, giving a class presentation  Characteristics o Intense o Lasts for a short time o Disappears quickly without permanent damage to your health o Might motivate you or make you more nervous

 People sometimes lash out with frustration or irritability to defend themselves  Helplessness  Constant stress can make you feel like there is nothing you can do to remedy the situation  Risk of developing learned helplessness- taking no action event when given the chance  Depression and anxiety  People with a mental disorder may have more difficult time coping with stress  Individuals predisposed to these conditions may have a higher likelihood of developing it due to stress o Cognitively  Stress can impact memory, concentrations, and our thought process  Behavioral effects of stress o Stress can become harmful when people seek relief in unhealthy ways  Binge or reduced eating  Drug or alcohol abuse  Erratic sleep habits  Gambling, shopping o Rather than returning the body to a relaxed state, these substances and compulsive behaviors tend to keep the body in a stressed state o The distressed person then becomes trapped in a vicious cycle What causes stress  A stressor is anything that causes the release of stress hormones  Physiological (or physical) stressors- are those that put strain on our body (hot/cold, injury)  Psychological stressors- are events, situations, individuals, comments, or anything we interpret as negative or threatening  Examples of stressors o Unexpected changes o Relationships o Academic pressure o Stressful environments o Lack of material resources o Living conditions o Daily hassles (traffic, forgetting something, interruptions, noise) o Schedules o Bias and discrimination o Finances  Factors that influence an individual’s stress response o Appraisal of the situation  Appraisal- is to assess something or someone

 Stress appraisal- refers to the process by which individuals evaluate and cope with a stressful event  It is more concerned with the evaluation of the event, rather than the event itself  How we appraise things can be influenced by past experiences and emotions  When we evaluate our stressors as bad we are more likely to feel distress o Self-esteem/self-efficacy  Self-esteem  Self-esteem- is how you feel about yourself  Individuals with low self-esteem tend to have more negative and stressful thoughts that can induce a stress response  Individuals with low self-esteem may have less social interactions and support to cope with stress  Self-efficacy  Self-efficacy- is the belief or confidence in your skills and performance abilities  High self-efficacy can provide us with the confidence to manage our stress and take appropriate action o Personality type  Type A  Hard driven  Competitive  Time driven  Perfectionist  Some thrive in this supercharged lifestyle  Shown to be at increased risk of heart disease  Type B  Relaxed  Non-competitive  More tolerant of others  Type C  Stoic  Tend to deny feelings  Conforming, Lack of assertiveness  May be more prone to autoimmune disorders  Type D  Excessive negative worry  Irritability, gloom  Socially inhibited  May be more likely to die of heart attack Coping with stress  Coping- is the act of managing events or conditions to lessen the physical or psychological effects of excess stress

o Find supportive people who  Are positive  Help you see the realities of the situation  Offer constructive suggestions o Make time for the people who are most important to you  Learn to manage your emotions  Fight the anger urge o Identify your anger style o Learn to recognize patterns in your responses and how to deescalate them o Vent to your friends o Turn complaints into requests o Leave past anger in the past  Learn to laugh, be joyful, and cry  Get positive o Research has shown that positive thinking may improve physical well-being, produce lower feelings of depression and produce lower levels of distress  Clean up your space  Keeping a messy space can cause stress  Set realistic expectations  Of yourself, situations, and others  Expectation vs. reality- a change we created for ourselves that causes stress  Take physical action  Get enough exercise o Exercise can “burn off” stress hormones by directing them towards their intended purpose o This can release feelings of tension  Get enough sleep o Adequate amounts of sleep allow you to  Refresh your vital energy  Cope with multiple stressors more effectively  Be productive when you need to be o Not getting enough sleep will make it harder to get through the day  Eat healthfully o Eating a balance, healthy diet will  Help provide the stamina you need to get through problems  Will stress proof you in ways that are not fully understood

o Watch your caffeine intake o Watch consumption of processed and greasy foods o Drink plenty of water  Practice self-care o These things can help you cope with stressful feelings, preserve your energy, and refocus your energies  Take physical actions o Avoid exacerbating your stress with substances  Alcohol  Drugs  Smoking  Find a healthy stress outlet o This could be a social activity like going out or practicing in intramural sports o Finding a hobby o Joining a social club o Listening to music o Reading a book o Creating something  Learn relaxation techniques o Yoga o Tai Chi o Deep breathing o Mediation o Visualization o Progressive muscle relaxation o Massage therapy o Biofeedback  Learn time management o Managing time is an essential aspect of stress management o Procrastination is defined as a voluntary delay doing some task despite expecting to be worse off for the delay o Learning to manage your time better overall is key to avoiding and overcoming procrastination o Tips  Write down everything (even if you think you will remember)  Use your phone for good (calendars, reminder, notes)  Stick to a routine  Stay organized

o A state in which you do experience rapid eye movement o Regulated from the brainstem o REM sleep is energizing  Dreaming takes place during REM sleep  Brain wave activity is similar to a wakeful state  Inability to move- inhibition of voluntary muscles leading to near paralysis with some irregular twitches  Your brain processes the experiences you have had and consolidates the information learned that day  Nightly sleep cycle o Non-REM sleep diminishes and REM sleep increases during the night o On average adults are awake for 2/3 of the 24 hour-day and asleep for the other 1/ o When sleeping, the relative proportions of sleep states are roughly  50% in light non-REM sleep  20-25% in deep non-REM sleep  20-25% in REM sleep o If a 90-year lifespan, a person will probably have slept for 30 years and will have spent 10 years dreaming How much sleep do we need?  The amount of sleep people need varies depending on their age group o Teenagers in HS- 10 hours is ideal o College students- 7-8 hours  Improved grades  Better memory  Lowered risk of obesity  When sleep deprived the body produces more of the ghrelin “hunger hormone”  Ghrelin stimulates appetite and promotes fat storage  Body can crave high calorie foods  Sleep increases leptin levels in the body which is a hormone designed to curb appetite  Decreased chances of getting sick  Immune systems aren’t functioning at the most optimal level  Lack of sleep also affects recovery time  Improved mood Sleep quality  Sleep latency- how long it takes to go from “lights out” to asleep  Sleep efficiency- the total time in bed compared to time spent sleeping  Wake after sleep onset- the amount of time you wake up in the middle of the night before actually waking up  Wake time after sleep offset- accounts for long periods of wakefulness after an unusual early morning awakening

 REM latency- the time between sleep onset and REM sleep How to get a good night sleep?  Avoid afternoon caffeine o Caffeine increases brain wave activity o Caffeine can impact sleep for up to 8 hours after drinking o Even if u can sleep it will be lighter and less restorative  Limit food/liquids close to bedtime  Take proper naps but limit them o If u need a nap  Do it before 4 pm  Limit to 20-30 minutes to avoid sleep inertia  Sleep inertia- characterized by cognitive impairment, grogginess, and disoriented feeling, occurs after 30 minutes of napping or interrupting your sleep cycle o Naps cannot cancel out sleep debt but can improve your mood, alertness, and performance o Sleep debt- is the totally number of hours of missed sleep  Exercise  Shut off electronics before bed o At least 1 hour before bed o The blue light emitted from electronics tricks your body decreasing the amount of melatonin it secretes, which makes it more difficult to fall asleep  Don’t fall asleep with the TV on o Affects the quality of sleep o You may not be fully awake to realize but variations in sounds on the TV can affect overall sleep quality  Set a regular sleep schedule, and stick to it o To function optimally your body clock needs regularity o There are clock genes in every organ and they need to remain coordinated for the immune system, hormonal systems, heat, lungs, brain, etc. to function optimally  Minimize social jet lag o Social jet lag is a mismatch between your body’s biological clock and your actual sleep pattern due to social activities o Researchers have linked this pattern to  11% increased risk for heart disease for every hour that is shifted  Feelings of fatigue during the week  Worse mood during the week  Create a “wind down” routine o Try to do the same things close to bed time to trigger your mind and body that is ready for bed o Get things ready for the next morning o Read or write to clear your mind

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BHAN155 Midterm exam - Lecture notes first half

Course: Personal Health Management: An Approach for a Lifetime (BHAN 155)

101 Documents
Students shared 101 documents in this course

University: University of Delaware

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BHAN155 Midterm exam
Module 1
Lecture 1 The Dimensions of Health
Life expectancy
78.8 years in US
oUsed to be determined by susceptibility to infectious disease
oNow that vaccines and antibiotics were invented it is longer expectancy
oLeading cause is now chronic disease
Heart disease, cancer, chronic lower respiratory disease, cerebrovascular
disease
Healthy life expectancy- number of full healthy years expected (before disease)
Health related quality of life- impact of health on physical, mental, emotional social
functions
Well-being- positive aspects of life (life satisfaction and positive emotions)
Health vs. Wellness
Health
oTraditionally more body focused
oEmphasis on absence of pain and disease
Wellness
oA state of living a healthy lifestyle
oMore holistic approach to health (mind, body, spirit)
oGrowth
oBalance
Short term benefits
oBetter sleep
oMore energy
oLess stress
oIncreased happiness
oBetter academics

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